Considerations for Student with Disabilities General Considerations for Implementation Specificbased on individual students Follow program requirements Evidencedbased best practices Ongoing monitoring ID: 536544
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Slide1
Common Core State Standards:
Considerations for
Student with DisabilitiesSlide2
General Considerations
for Implementation
Specific—based on individual students
Follow program requirements
Evidenced-based, best practices
Ongoing monitoringSlide3
Informational Documents and
Articles Addressing SWD
Application to Students with Disabilities
Implications for Students Receiving Special Education Services
CCSS: What Special Educators Need to Know
Access for All
… and more to come.Slide4
Application to Students with Disabilities
by Common Core State Standards Initiative
Instruction for SWD must incorporate supports and accommodations, including:
Supports and related services
IEP annual goals aligned with grade-level academic standards
Personnel deliver high-quality, evidence-based, individualized instructionSlide5
Application to Students with Disabilities
by Common Core State Standards Initiative
Participation in the GE curriculum for SWD, may be provided:
Universal Design for Learning (UDL)
Instructional accommodations
Assistive technology (along with accessible instructional materials) to ensure accessSlide6
Implications for Students Receiving Special
Education Services
By International Center for Leadership in Education
Identifies five key elements:
Ownership
High Expectations
Intervention Systems
Inclusion/Collaborative Teaching
Organization/Professional DevelopmentSlide7
CCSS: What Special Educators Need to Know
By Council for Exceptional Children
Identifies issues/questions to be considered and resolved
Discusses the implications for assessment processes and results
Discusses the biggest challenges with the implementation of CCSS for SWDSlide8
Identifies issues/questions to be considered and resolved
Will the CCSS change what SPED teachers need to know?
Will the CCSS lend themselves to modifications for learning profiles without minimizing expectations?
How will important access and transition skills be integrated into the teaching schedule?
8Slide9
Discusses the implications for assessment processes and results
Increase or decrease access
Take into account that a child’s disability may cause a variance in the learning progression
Reflect assumptions that are not true for all students (e.g., all students are taught in the same scope and sequence)
Yield results that are immediately available for instruction
Reflect unfamiliarity with technology, for instance, as states move to technology enhanced assessments (not really for Oregon due to current online system)
Signal the need to accommodations not currently used or available
9Slide10
Discusses the biggest challenges with the implementation of CCSS for SWD
Preparing and developing the knowledge and skills of all educators due to instructional responsibilities for educators who share students with disabilities
SPED teachers and IEP development (present levels and goals)—if not fully knowledgeable about the CCSS, how can they accurately reflect skill levels and develop a plan for progress?
10Slide11
Access for All
By National Association of Elementary School Principals
Identifies six key principles that must be considered when implementing CCSS:
SWD require
individual educational planning
Accommodations vs. Modifications
Evidence-based
practices
Assessments measure
progress and growth
Alignment
of IEP goals with
standards
Hire and support the best special
educatorsSlide12
Webpage and SPED Contact
CCSS and SPED webpage
http://www.ode.state.or.us/search/page/?id=3741
Laura Petschauer, Education Specialist
laura.petschauer@state.or.us